Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea

To better understand the relationship between e-learning integration and organizational factors in South Korea, this study explored the influence of employees’ perceptions of organizational climate on their technology acceptances toward e-learning in the workplace of South Korea. Employees’ perceptions of organizational climate was evaluated using Litwin & Stringer’s Organizational Climate Questionnaire (LSOCQ) and employees’ technology acceptance toward e-learning was measured by the Unified Theory of Acceptance and Use of Technology (UTAUT). A canonical correlation suggested that employees’ perceived organizational climate can influence their acceptance levels toward e-learning, which implies the importance of addressing organizational issues while integrating e-learning into workplaces in South Korea.

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Plan for Vitalisation of Application of Big Data for e-Learning in South Korea

Indian Journal of Science and Technology ◽

10.17485/ijst/2015/v8is5/62034 ◽

2015 ◽

Vol 8 (S5) ◽

pp. 149 ◽

Cited By ~ 1

Author(s):

Kyoo-Sung Noh

Keyword(s):

Big Data ◽

South Korea ◽

E Learning

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Factors on Learning Satisfaction with a Focus on E-learning in the Military

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1088.0982s1019 ◽

2019 ◽

Vol 8 (2S10) ◽

pp. 506-510

Keyword(s):

South Korea ◽

Information Age ◽

Learning Motivation ◽

Learning Support ◽

National Defense ◽

Smart Learning ◽

Learning Satisfaction ◽

Support Level ◽

E Learning ◽

The Military

The Department of National Defense in South Korea is taking steps to develop smart learning to prepare for the information age, but as of yet there have not been any sufficient empirical analyses on learning satisfaction. The Department of National Defense in South Korea is taking steps to develop smart learning to prepare for the information age, but as of yet there have not been any sufficient empirical analyses on learning satisfaction. The findings of this study showed the following factors as positively affecting learning satisfaction with e-learning in the military: learning motivation, ease of the use environment, learning support level of the organization, content feasibility, and instructor-learner interaction. Similarly with the official education centers and universities, learning motivation was proven to be the most important factor in e-learning education in the military. Also, as factors that reflect the nature of the military, ease of the use environment and learning support level of the organization were identified as factors that affect learning satisfaction. This result suggests the importance of the infrastructure and setting for e-learning in the military. The factors of content feasibility and infrastructure-learner interaction were also shown to affect learning satisfaction. Suggesting further investment in the design and development of e-learning contents and an increased proactiveness of the instructors to improve learning satisfaction.

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Online and blended learning in vocational training institutions in South Korea

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2021.13.011 ◽

2021 ◽

pp. 194-208

Keyword(s):

South Korea ◽

Blended Learning ◽

Vocational Training ◽

Online Survey ◽

Training Effectiveness ◽

Current Status ◽

Learning Content ◽

E Learning ◽

Training Institutions ◽

Content Reuse

This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions’ intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings.

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